9C2 Science
Weekly outline
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Criteria being assessed:
Demonstrating the skills of asking questions, formulating a hypothesis, designing and conducting a Fair test investigation.
Analysing and making conclusions from data.
Communicating using accurate scientific vocabulary relating to the chosen topic of investigation.
Collaboration and teamwork in carrying out scientific research, investigation and action.
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Context:
He waka eke noa (We are all in this together)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of possible ideas in order to connect our Coast's term context to scientific topics.
- We are EXPLORING the meaning of "He waka eke noa" so that we interpret the context meaningfully.
- We are EXPLORING the general scope and nature of the science curriculum so that we can clearly classify the different learning areas of science.
Learning Intentions (WALT):
1) Brainstorm ideas for science topics and foci for our Coast's context.
Success Criteria:
1) Use mind mapping to brainstorm ideas
2) Make sense of ideas and link them to the science curriculum and other learning areas
3) Participate in discussions by listening to others and/or contributing point of view
Activities:
1) Brainstorm ideas using mind mapping bubbles/clouds; whole class (modelling) and then students work in small groups.
2) Generate ideas and grouping them.
3) Think-Pair-Share, and then discuss brainstorm ideas and deliberate.
4) Co-construct the learning focus for the term.
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Context:
He waka eke noa (We are all in this together)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on researching into a specific human body system so as to develop a good understanding of it and then make make a knowledgeable presentation about it.
- We are FOCUSING on the human body in order to identify the different body systems found in human body.
- We are FOCUSING on the human body systems in order to identify and define key vocabulary of different body systems.
- We are FOCUSING on the human body systems so that we learn how to describe the key functions of each body system and how each body system affect out health.
Success Criteria: (Students can...)
-> make a list of all the human body systems
-> identify and describe the main organs that play a part in eacg body system
-> explain the main functions performed by this body system
-> use a diagram to clearly map out, label and/or illustrate this body system
-> discuss health issues related to this body system
-> conduct a 2-3-minute presentation using a creative, interesting and effective approach
Activities & Mini Research Homework:
1) Make a KWL chart to access prior knowledge and what students want to learn or find out on human body systems.
2) Quick search to look up the definitions of body systems from a number of sources; unpack these definitions and paraphrase to develop own definition in order to develop or deepen understanding.
3) List keywords for vocabulary; complete dictionary work, word study on the keywords.
4) Make use of the keywords to describe the main functions of each of the body systems.
5) Students to work in small groups to match the key functions to the body systems.
6) Discuss how each body systems affect our health.
Vocabulary: (co-constructed with students, this list is subject to expand over the week of learning...)
- wellbeing
- health
- balance
- nutrition
- diet
- exercise
Body Systems (group members)
Digestive System (Kaira, Seerat)
Circulatory System (Annabelle, Mika)
Reproductive System (Jaden, Wilson, Vivek)
Nervous System (Jasleen, Vrinda)
Endocrine System (Ihsan, Veer, Dean)
Excretory System (Joshua, Shun, Adrian)
Integumentary System (Melissa, Vanessa)
Lymphatic System (John, Yash, Arvinth)
Muscular System (Amber, Surabhi)
Skeletal System (Rayaan, Lucas, Asvin)
Respiratory System (Kaitlyn, Syna)
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Context:
He waka eke noa (We are all in this together)
PLAN & DO / WHAKAMAHI
Learning Intentions:
- We are PLANNING to produce a presentation so that we can present our research findings and understanding of the human body system we have focused on.
- We are PLANNING to practise note-taking and note-making in our human body research so that we can demonstrate the main functions of the organs involved in the body system.
Success Criteria: (Students can...)
-> make a list of all the human body systems
-> identify and describe the main organs that play a part in eacg body system
-> explain the main functions performed by this body system
-> use a diagram to clearly map out, label and/or illustrate this body system
-> discuss health issues related to this body system
-> conduct a 2-3-minute presentation using a creative, interesting and effective approach
Activities & Mini Research Homework:
1) Make a KWL chart to access prior knowledge and what students want to learn or find out on human body systems.
2) Quick search to look up the definitions of body systems from a number of sources; unpack these definitions and paraphrase to develop own definition in order to develop or deepen understanding.
3) List keywords for vocabulary; complete dictionary work, word study on the keywords.
4) Make use of the keywords to describe the main functions of each of the body systems.
5) Students to work in small groups to match the key functions to the body systems.
6) Discuss how each body systems affect our health.
Vocabulary: (co-constructed with students, this list is subject to expand over the week of learning...)
- wellbeing
- health
- balance
- nutrition
- diet
- exercise
Body Systems (group members)
Digestive System (Kaira, Seerat)
Circulatory System (Annabelle, Mika)
Reproductive System (Jaden, Wilson, Vivek)
Nervous System (Jasleen, Vrinda)
Endocrine System (Ihsan, Veer, Dean)
Excretory System (Joshua, Shun, Adrian)
Integumentary System (Melissa, Vanessa)
Lymphatic System (John, Yash, Arvinth)
Muscular System (Amber, Surabhi)
Skeletal System (Rayaan, Lucas, Asvin)
Respiratory System (Kaitlyn, Syna)
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Context:
He waka eke noa (We are all in this together)
PLAN & DO / WHAKAMAHI
Learning Intentions:
- We are PLANNING to produce a presentation so that we can present our research findings and understanding of the human body system we have focused on.
- We are PLANNING to practise note-taking and note-making in our human body research so that we can demonstrate the main functions of the organs involved in the body system.
Success Criteria: (Students can...)
-> make a list of all the human body systems
-> identify and describe the main organs that play a part in eacg body system
-> explain the main functions performed by this body system
-> use a diagram to clearly map out, label and/or illustrate this body system
-> discuss health issues related to this body system
-> conduct a 2-3-minute presentation using a creative, interesting and effective approach
Activities & Mini Research Homework:
1) Make a KWL chart to access prior knowledge and what students want to learn or find out on human body systems.
2) Quick search to look up the definitions of body systems from a number of sources; unpack these definitions and paraphrase to develop own definition in order to develop or deepen understanding.
3) List keywords for vocabulary; complete dictionary work, word study on the keywords.
4) Make use of the keywords to describe the main functions of each of the body systems.
5) Students to work in small groups to match the key functions to the body systems.
6) Discuss how each body systems affect our health.
7) Education Perfect learning task: Body Systems PART 1
Vocabulary: (co-constructed with students, this list is subject to expand over the week of learning...)
- wellbeing
- health
- balance
- nutrition
- diet
- exercise
Body Systems (group members)
Digestive System (Kaira, Seerat)
Circulatory System (Annabelle, Mika)
Reproductive System (Jaden, Wilson, Vivek)
Nervous System (Jasleen, Vrinda)
Endocrine System (Ihsan, Veer, Dean)
Excretory System (Joshua, Shun, Adrian)
Integumentary System (Melissa, Vanessa)
Lymphatic System (John, Yash, Arvinth)
Muscular System (Amber, Surabhi)
Skeletal System (Rayaan, Lucas, Asvin)
Respiratory System (Kaitlyn, Syna)
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Context:
He waka eke noa (We are all in this together)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on researching into a specific human body system so as to develop a good understanding of it and then make make a knowledgeable presentation about it.
- We are FOCUSING on the human body in order to identify the different body systems found in human body.
- We are FOCUSING on the human body systems in order to identify and define key vocabulary of different body systems.
- We are FOCUSING on the human body systems so that we learn how to describe the key functions of each body system and how each body system affect out health.
Success Criteria: (Students can...)
- consolidate their knowledge and understanding of human body systems
- make a list of all the human body systems
- identify and describe the main organs that play a part in each body system
- explain the main functions performed by this body system
- use a diagram to clearly map out, label and/or illustrate this body system
- discuss health issues related to this body system
Activities & Mini Research Homework:
- Education Perfect learning task: Body Systems PART 2
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Context:
He waka eke noa (We are all in this together)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on researching into the human brains so as to develop a good understanding of it and then make make a knowledgeable presentation about it.
- We are FOCUSING on the human brains in order to identify the different parts of the brains and their key functions.
- We are FOCUSING on the brain diagram so that we learn how to name and label the each of the key part of the brains.
Success Criteria: (Students can...)
- identify the main functions of the brains
- describe the different parts of the brains
- explain the main functions performed by each of these parts in the brains
- use a diagram to clearly map out, label and/or illustrate the brains
Activities & Learning Tasks:
- Do the quiz and watch the video resources to learn or find out more about the human brains.
- Quick search to look up the definitions of brain sections/parts from a number of sources; unpack these definitions and paraphrase to develop own definition in order to develop or deepen understanding.
- List keywords for vocabulary; complete dictionary work, word study on the keywords.
- Make use of the keywords to describe the main functions of each of the brain sections.
- Students to work in small groups to study a brain disease or disorder.
Resources:
Brain Diseases (group members)
- Tumor (Kaira, Seerat)
- ADHD (Syna, Kaitlyn)
- Parkinson (Yash, Arvinth, Adrian, John)
- Alzheimer's (Jaden, Vivek, Wilson)
- Seizure / Epilepsy (Melissa, Vanessa, Amber)
- Post Traumatic Disorder (Dean, Ihsan, Veer)
- Autism (Annabelle, Mika)
- Huntington's (Lucas, Ashvin, Rayaan)
- Obsessive-Compulsive Disorder (Joshua, Shun Man)
- Concussion (Jasleen, Vrinda)
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Context:
He waka eke noa (We are all in this together)
PLAN & DO / WHAKAMAHI
Learning Intentions:
- We are PLANNING to produce an artistic presentation so that we can present our research findings and understanding of a brain disease we have focused on.
- We are PLANNING to practise note-taking and note-making in our brain disease research so that we can demonstrate the main functions of the brains and/or brain sections involved for the brain disease.
Success Criteria: (Students can...)
- discuss health issues related to the brains, covering these 3 aspects:
- symptoms, effects, risks
- cure, prevention, curb, monitor
- causes, which part of the brain this disease relates to
- conduct a 2-3-minute artistic presentation using a creative, interesting and effective drama convention
Activities & Learning Tasks:
- Research the focused brain disease from a number of sources; gather facts of the brain disease and paraphrase to develop and deepen own understanding.
- List keywords for vocabulary; complete dictionary work, word study on the keywords as necessary.
- Students to work in small groups to study a brain disease or disorder.
- Discuss how the assigned brain disease or disorder affect people's health.
- Present key facts of a chosen brain disease using drama convention.
Brain Diseases (group members)
- Tumor (Kaira, Seerat)
- ADHD (Syna, Kaitlyn)
- Parkinson (Yash, Arvinth, Adrian, John)
- Alzheimer's (Jaden, Vivek, Wilson)
- Seizure / Epilepsy (Melissa, Vanessa, Amber)
- Post Traumatic Disorder (Dean, Ihsan, Veer)
- Autism (Annabelle, Mika)
- Huntington's (Lucas, Ashvin, Rayaan)
- Obsessive-Compulsive Disorder (Joshua, Shun Man)
- Concussion (Jasleen, Vrinda)
Presentation Theme: "1st Choong's Academy Awards"
- Best Actor / Actress (individual)
- Best Acting (team)
- Best Script / Original Story
- Best Scientific Facts (research)
- Best Teamwork
- Best Effort
- Best Overall Play
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Context:
He waka eke noa (We are all in this together)
* Due to the sudden Covid-19 Lockdown (Level 4), school is closed physically, but classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Introducing Zoom as our online lesson platform. Instructions have been given to students and some time is expected for the new format of routine and expectations to be established.
PLAN & DO / WHAKAMAHI
Learning Intentions:
- We are PLANNING to produce a presentation so that we can present our research findings and understanding of a health issue we have focused on.
- We are PLANNING to practise note-taking and note-making in our assigned healthy issue research so that we can demonstrate the main functions of the body systems involved.
Success Criteria: (Students can...)
- (refer to assessment rubric)
Assessment Task & Instructions:
- Groups have been assigned, please check the attached table for your assessment group.
- Different assessment topics - i.e. health issues - have been decided for each group to focus on.
- Please email Mr Choong should you (or your group) have any concerns or issues during the course of this assessment.
- Groups should aim at producing the video as the assessment has originally been designed; groups with the difficulty of collaborating effectively (online or remotely) may choose an alternative presentation format or medium, but this must be discussed and agreed upon with Mr Choong first.
* Alternatives to Short Film + Digital Brochure + Slides
- The presentation purpose of the assessment is to produce a health promotion of the body system you have been assigned to.
- Due to our lockdown situation, your group may need to adapt your method and media of presenting your research findings, if producing a short film is deemed too difficult.
- You can consider some of these alternatives: digital information pack, mini website, a short Ted-Talk type of tutorial, and SWAY (which I highly recommend, and more info attached below).
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Context:
He waka eke noa (We are all in this together)
* Due to the Covid-19 Lockdown (Level 4), school is closed physically, but classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Introducing Google Meet as our online lesson platform. Instructions have been given to students and some time is expected for the new format of routine and expectations to be established.
* Short week due to Easter holidays
PLAN & DO / WHAKAMAHI
Learning Intentions:
- We are PLANNING to produce a presentation so that we can present our research findings and understanding of a health issue we have focused on.
- We are PLANNING to practise note-taking and note-making in our assigned healthy issue research so that we can demonstrate the main functions of the body systems involved.
Success Criteria: (Students can...)
- (refer to assessment rubric)
Assessment Task & Instructions:
- Groups have been assigned, please check the attached table for your assessment group.
- Different assessment topics - i.e. health issues - have been decided for each group to focus on.
- Please email Mr Choong should you (or your group) have any concerns or issues during the course of this assessment.
- Groups should aim at producing the video as the assessment has originally been designed; groups with the difficulty of collaborating effectively (online or remotely) may choose an alternative presentation format or medium, but this must be discussed and agreed upon with Mr Choong first.
* Alternatives to Short Film + Digital Brochure + Slides
- The presentation purpose of the assessment is to produce a health promotion of the body system you have been assigned to.
- Due to our lockdown situation, your group may need to adapt your method and media of presenting your research findings, if producing a short film is deemed too difficult.
- You can consider some of these alternatives: digital information pack, mini website, a short Ted-Talk type of tutorial, and SWAY (which I highly recommend, and more info attached below).
-
Context:
He waka eke noa (We are all in this together)
* Due to the Covid-19 Lockdown (Level 4), school is closed physically, but classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet as our online lesson platform; instructions have been given to students and some time is expected for the new format of routine and expectations to be established.
PLAN & DO / WHAKAMAHI
Learning Intentions:
- We are PLANNING to produce a presentation so that we can present our research findings and understanding of a health issue we have focused on.
- We are PLANNING to practise note-taking and note-making in our assigned healthy issue research so that we can demonstrate the main functions of the body systems involved.
Success Criteria: (Students can...)
- (refer to assessment rubric)
Assessment Task & Instructions:
- Groups have been assigned, please check the attached table for your assessment group.
- Different assessment topics - i.e. health issues - have been decided for each group to focus on.
- Please email Mr Choong should you (or your group) have any concerns or issues during the course of this assessment.
- Groups should aim at producing the video as the assessment has originally been designed; groups with the difficulty of collaborating effectively (online or remotely) may choose an alternative presentation format or medium, but this must be discussed and agreed upon with Mr Choong first.
* Alternatives to Short Film + Digital Brochure + Slides
- The presentation purpose of the assessment is to produce a health promotion of the body system you have been assigned to.
- Due to our lockdown situation, your group may need to adapt your method and media of presenting your research findings, if producing a short film is deemed too difficult.
- You can consider some of these alternatives: digital information pack, mini website, a short Ted-Talk type of tutorial, and SWAY or Google Sites (which I highly recommend).
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Achievement Objectives:
Nature of Science
L5 Use a wide range of science vocabulary, symbols, and conventions.
Strand: Living World
Life processes
L5 Identify key structural features and functions involved in the life processes of humans.
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* Short Week due to ANZAC Day and Teacher-Only-Day, hence planning of this week has been combine with the following week.
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Context:
* Due to the Covid-19 Alert (Level 3), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
* Catch-up week for students
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant systems and plant reproduction.
- We are FOCUSING on flower in order to identify the female and male parts of the flower and their key functions.
- We are FOCUSING on the photosynthesis and plant vascular system so that we learn how they work, and how to sketch their diagrams, to name and label the different parts involved.
Success Criteria: (Students can...)
- identify the different parts of a flower, especially the male and female parts
- describe the main functions of the flower parts
- explain the main functions performed by photosynthesis and the vascular system
- use a diagram to clearly map out, label and/or illustrate the above plant biology
Activities & Learning Tasks:
- Education Perfect task to learn more about the plant section of the living world; such as: How do plants grown? How different or similar are plants from animal or even us human-beings?? How the plant systems work? And how they reproduce.
- SciPad online workbook tasks (under Botany): The Plant, Plant Reproduction
- Learning Journey (precursor of Science Report Writing) on Plant Biology, covering these Learning Foci:
PART ONE - Flower Parts
-> draw a flower diagram to clearly label the parts, briefly describe the function/s of each part-> make connections of the flower parts with the fruit that the flower will grow to be; if the part still exists in the fruit stage, describe its function/s
PART TWO - Plant's Vascular System
-> define what this is, and name the main parts involved in this
-> draw a diagram of a stem to clearly show xylem and phloem, and describe their functions
-> explain how they work, and their importance
PART THREE - Photosynthesis
-> draw a leaf diagram (a cross-section to show a magnified leaf's layers)
-> label the parts in a leaf, briefly describe the function/s of each part
-> explain how photosynthesis works, and its importance -
Context:
* Due to the Covid-19 Alert (Level 2), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
* Catch-up week continues for some students
FOCUS / ARONGA learning intentions:
- We are FOCUSING on ecology so as to develop a good understanding of ecosystems, biomes and adaptations.
- We are FOCUSING on food chain in order to identify the producers and consumers of an ecosystem and their survival relationship.
- We are FOCUSING on the food chain and population growth so that we learn how to read and understand the food web, population graph, and biomass pyramid.
Success Criteria: (Students can...)
- identify different ecosystems and biomes, including the adaptation features of different species
- describe the role of producers and consumers in the food chain
- explain the population growth and how the population graph reads
- use a food web diagram to clearly illustrate the species relationship in a food chain
- use a pyramid of number to show the trophic level of a food chain
Activities & Learning Tasks:
- Education Perfect task to learn more about the New Zealand ecology.
- SciPad online workbook tasks (under Ecology): Ecology
- Revision Slides to answer key learning points.
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Context:
* Catch-up week continues for some students
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on ecology so as to develop a good understanding of ecosystems, biomes and adaptations.
- We are FOCUSING on food chain in order to identify the producers and consumers of an ecosystem and their survival relationship.
- We are FOCUSING on the food chain and population growth so that we learn how to read and understand the food web, population graph, and biomass pyramid.
- (Science Fair) We are FOCUSING on hypothesis formulation [Science Fair Planning - PART 1] to develop an authentic and meaningful hypothesis for our science fair topic.
Success Criteria: (Students can...)
- identify different ecosystems and biomes, including the adaptation features of different species
- describe the role of producers and consumers in the food chain
- explain the population growth and how the population graph reads
- use a food web diagram to clearly illustrate the species relationship in a food chain
- use a pyramid of number to show the trophic level of a food chain
- use Q-Chart to generate critical questions relating to their science fair topic
- identify the key concepts from which their critical questions stem from
- formulate the hypothesis central idea for their science fair topic
Activities & Learning Tasks:
- Education Perfect task to learn more about the New Zealand ecology.
- SciPad online workbook tasks (under Ecology): Ecology
- Revision Slides to answer key learning points.
- Science Fair Planning Template [PART 1: Hypothesis]
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Context:
* Catch-up week continues for some students
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on ecology so as to develop a good understanding of ecosystems, biomes and adaptations.
- We are FOCUSING on food chain in order to identify the producers and consumers of an ecosystem and their survival relationship.
- We are FOCUSING on the food chain and population growth so that we learn how to read and understand the food web, population graph, and biomass pyramid.
- (Science Fair) We are FOCUSING on action planning [Science Fair Action- PART 2] to develop an aspiring and purposeful action for our science fair topic.
Success Criteria: (Students can...)
- identify different ecosystems and biomes, including the adaptation features of different species
- describe the role of producers and consumers in the food chain
- explain the population growth and how the population graph reads
- use a food web diagram to clearly illustrate the species relationship in a food chain
- use a pyramid of number to show the trophic level of a food chain
- use Q-Chart to generate critical questions relating to their science fair topic
- identify the key concepts from which their critical questions stem from
- project and finalise an action plan for their science fair topic
Activities & Learning Tasks:
- Education Perfect task to learn more about the New Zealand ecology.
- SciPad online workbook tasks (under Ecology): Ecology
- Revision Slides to answer key learning points.
- Science Fair Planning Template [PART 2: Action]
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Context:
* Queen's Birthday
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING concept of atom in order to connect our understanding of the material world.
- We are EXPLORING the meaning and definitions of element, mixture and compound so that we can interpret what they are meaningfully, and be able to classify them.
Success Criteria: (Students can...)
- make meaningful connections elements
- explore the history and story behind the periodic table
Activities & Learning Tasks:
- Education Perfect task
- SciPad online workbook tasks
- BrainPop & other resources on Google Classroom
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Context:
Catch-up from previous week
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING concept of atom in order to connect our understanding of the material world.
- We are EXPLORING the meaning and definitions of element, mixture and compound so that we can interpret what they are meaningfully, and be able to classify them.
Success Criteria: (Students can...)
- explore what elements are in olden and modern contexts
- identify the atomic particles and their properties
- observe how elements are placed in the periodic table
Activities & Learning Tasks:
- Education Perfect task
- SciPad online workbook tasks
- BrainPop & other resources on Google Classroom
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… generate new depth of understanding as we review physics phenomena of forces and motion, Newton's 3 laws of motion, and electrical circuits.
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify elements, mixtures, compounds to compare and contrast their characteristics.
- We are FOCUSING… develop a good understanding of the periodic table and explain how elements are being organised.
- We are FOCUSING… describe elements using their chemical names and formulae, and also solve chemical equations.
- We are FOCUSING… identify acids and bases, compare their chemical properties, and discuss their use and importance.
Success Criteria: (Students can...)
- identify element atom and molecule
- describe the atomic particles and their properties
- explain how elements are placed in the periodic table
- work out the electric shells from the atomic number
- use simple illustrations to show represent element, mixture and compound
- use Q-Chart to generate critical questions relating to their science fair topic
- identify the key concepts from which their critical questions stem from
- project and finalise an action plan for their science fair topic
Activities & Learning Tasks:
- Education Perfect task
- SciPad online workbook tasks
- BrainPop & other resources on Google Classroom
-
Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify elements, mixtures, compounds to compare and contrast their characteristics.
- We are FOCUSING… develop a good understanding of the periodic table and explain how elements are being organised.
- We are FOCUSING… describe elements using their chemical names and formulae, and also solve chemical equations.
- We are FOCUSING… identify acids and bases, compare their chemical properties, and discuss their use and importance.
Success Criteria: (Students can...)
- identify element atom and molecule
- describe the atomic particles and their properties
- explain how elements are placed in the periodic table
- work out the electric shells from the atomic number
- use simple illustrations to show represent element, mixture and compound
- use Q-Chart to generate critical questions relating to their science fair topic
- identify the key concepts from which their critical questions stem from
- project and finalise an action plan for their science fair topic
Activities & Learning Tasks:
- Education Perfect task
- SciPad online workbook tasks
- BrainPop & other resources on Google Classroom
- Practical prep: light, human eye vs camera
- Practical: making pinhole camera to explore and prove how light travels in straight lines
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… construct scientific diagram to demonstrate the subatomic structure of elements.
- We are PLANNING... so that we can… produce scientific diagram to justify the different forms of matter whether they are elements, mixtures, or compounds.
- We are PLANNING... so that we can… solve chemical equations using correct chemical symbols and formulae.
- We are PLANNING... so that we can… hypothesise if a solution or substance is an acid or base as we collaborate and practise the acidity testing.
Success Criteria: (Students can...)
- identify element atom and molecule
- describe the atomic particles and their properties
- explain how elements are placed in the periodic table
- work out the electric shells from the atomic number
Activities & Learning Tasks:
- Education Perfect task
- SciPad online workbook tasks
- BrainPop & other resources on Google Classroom
Practical Catch-up
1. sheep heart dissection
2. cow's eye dissection
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Context:
* Cross Country
MHJC Learning Framework Step:PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… construct scientific diagram to demonstrate the subatomic structure of elements.
- We are PLANNING... so that we can… produce scientific diagram to justify the different forms of matter whether they are elements, mixtures, or compounds.
- We are PLANNING... so that we can… solve chemical equations using correct chemical symbols and formulae.
- We are PLANNING... so that we can… hypothesise if a solution or substance is an acid or base as we collaborate and practise the acidity testing.
Success Criteria: (Students can...)
- identify and compare homogeneous and heterogeneous mixtures
- contrast homogeneous mixture and compound
- make hypothesis of a range of solution or substances to determine if they are elements, mixtures or compound, and then justify them using scientific concepts
- use simple diagrams to depict elements, mixtures, or compound
Activities & Learning Tasks:
- Education Perfect task
- SciPad online workbook tasks
- BrainPop & other resources on Google Classroom
-
Context:
Science Fair Prep Week
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… construct scientific diagram to demonstrate the subatomic structure of elements.
- We are PLANNING... so that we can… produce scientific diagram to justify the different forms of matter whether they are elements, mixtures, or compounds.
- We are PLANNING... so that we can… solve chemical equations using correct chemical symbols and formulae.
- We are PLANNING... so that we can… hypothesise if a solution or substance is an acid or base as we collaborate and practise the acidity testing.
Success Criteria: (Students can...)
- identify element atom and molecule
- describe the atomic particles and their properties
- identify elements by their proper scientific names and symbols
- write a number of common compounds using chemical formulae
- read and understand simple chemical equation
Activities & Learning Tasks:
- Education Perfect task
- SciPad online workbook tasks
- BrainPop & other resources on Google Classroom
-
Context:
Science Fair Completion Week
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… construct scientific diagram to demonstrate the subatomic structure of elements.
- We are PLANNING... so that we can… produce scientific diagram to justify the different forms of matter whether they are elements, mixtures, or compounds.
- We are PLANNING... so that we can… solve chemical equations using correct chemical symbols and formulae.
- We are PLANNING... so that we can… hypothesise if a solution or substance is an acid or base as we collaborate and practise the acidity testing.
Success Criteria: (Students can...)
- identify element atom and molecule
- describe the atomic particles and their properties
- identify elements by their proper scientific names and symbols
- write a number of common compounds using chemical formulae
- read and understand simple chemical equation
Activities & Learning Tasks:
- Education Perfect task
- SciPad online workbook tasks
- BrainPop & other resources on Google Classroom
-
Context:
Science Fair Submission Week
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- (Science Fair) We are PLANNING... so that we can… present our conclusion and learning outcome of science fair project.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… assess the progress of our learning journey with the science fair project and heat conductivity.
Success Criteria: I can/have...
(science fair project completion & assessment task)
- frame a question(s) to investigate
- write up the Aim & the Hypothesis for the investigation
- do the background research relating to your topic of investigation
- identify the Variables - Independent, Dependent and Control
- write up a procedure for conducting the investigation
- draw a conclusion from your fair test results as well as research findings, discuss related issues of our science fair topic, and take an authentic action to make a difference
Activities:
- individual or group work on science fair project, with own chosen topic
- Science Fair participation
- presentation in class
- assessment
Resources:
- MHOL, external websites
- Google Classroom
- YouTube and other educational websites
-
Context:
* Due to the Covid-19 Alert (Level 3), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet / Google Classroom as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
Learning / Maintenance Tasks:
- Education Perfect - Focus: Chemical Reaction & Equations
- Education Perfect - complete previously assigned tasks if you haven’t
Resources:
- Education Perfect
- Optional - EP Science competition starting from Tue 18th Aug 6:00pm till Tue 25th Aug 6:00pm
-
Context:
* Due to the Covid-19 Alert (Level 3), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet / Google Classroom as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
Learning / Maintenance Tasks:- Education Perfect on Chemical Equations
- Catch-up on previously assigned Education Perfect task
- Revision of all previously covered topics
- (optional) Science research exploration on Seeker.com
Resources:
- Education Perfect
- Seeker.com
- Optional - EP Science competition starting from Tue 18th Aug 6:00pm till Tue 25th Aug 6:00pm
-
Context:
Science Fair Submission Week (recover)
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… describe elements using their chemical names and formulae, and also solve chemical equations.
Success Criteria: (Students can...)
- write elements and compounds' molecules using their proper scientific names and formulae
- count the number of atoms correctly from given chemical formulae
- read and understand simple chemical equation
- balance simple chemical equation
Activities & Learning Tasks:
- Education Perfect task
- Video resources, note-taking and discussion
- Tasks and resources on Google Classroom
-
Context:
Science Fair Submission Week (recover)
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify acids and bases, compare their chemical properties, and discuss their use and importance.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… hypothesise if a solution or substance is an acid or base as we collaborate and practise the acidity testing.
Success Criteria: (Students can...)
- identify the characteristics of acid and base
- compare and contrast acid and base and their various uses
- determine the acidity of household solutions (as well as a few chemicals) and understand their functions based on their pH nature
- make meaningful connections of the important of acid and base in our material world
- explain the cause and effect of ocean acidification
Activities & Learning Tasks:
- Education Perfect task
- Video resources, note-taking and discussion
- Tasks and resources on Google Classroom
- Acid / Base experiment (pH testing of household solutions and chemicals)
-
Context:
Te wiki o te Reo Māori
Student-Led-Conference Week
Science Fair Submission Week (recover)
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify acids and bases, compare their chemical properties, and discuss their use and importance.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… hypothesise if a solution or substance is an acid or base as we collaborate and practise the acidity testing.
Success Criteria: (Students can...)
- identify the characteristics of acid and base
- compare and contrast acid and base and their various uses
- determine the acidity of household solutions (as well as a few chemicals) and understand their functions based on their pH nature
- make meaningful connections of the important of acid and base in our material world
- explain the cause and effect of ocean acidification
Activities & Learning Tasks:
- Education Perfect task
- Video resources, note-taking and discussion
- Tasks and resources on Google Classroom
- Acid / Base experiment (pH testing of household solutions and chemicals)
-
Context:
Chinese Language Week 中文周
Science Fair Presentation in class (second assessment)
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify acids and bases, compare their chemical properties, and discuss their use and importance.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… hypothesise if a solution or substance is an acid or base as we collaborate and practise the acidity testing.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… assess the progress of our learning journey with forces and motion.
- We are REFLECTING… evaluate the important and sustainable use of energy in our society and the correlation with environmental issue
Success Criteria: (Students can...)
- identify the characteristics of acid and base
- compare and contrast acid and base and their various uses
- determine the acidity of household solutions (as well as a few chemicals) and understand their functions based on their pH nature
- make meaningful connections of the important of acid and base in our material world
- explain the cause and effect of ocean acidification
Activities & Learning Tasks:
- Education Perfect task
- Video resources, note-taking and discussion
- Tasks and resources on Google Classroom
- Acid / Base experiment (pH testing of household solutions and chemicals)
- Science Fair Presentation & catch-up of progress from previous week.
- Wrap up Term 3.
-
-
-
Context:
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING… conceptualise the earth's structure and the tectonic plates in order to connect our understanding of different forms of landforms and lithosphere movements on our planet Earth.
Success Criteria: (Students can...)
- identify the 4 different Earth's layers and the characteristics of each layer
- describe the nature of the tectonic plates
- make meaningful connections of the impacts of the tectonic plates with natural phenomena
- explain the cause and effect of tectonic plates' movement
Activities & Learning Tasks:1. Education Perfect task
- Tasks and resources on Google Classroom
- Video resources, note-taking and discussion
- Complete the worksheet: Become a Rock Star
- Practical: Rock Identification & Analysis
- Under the Earth's Surface; reading of the web content and then watch the video at the bottom of the webpage https://www.sciencelearn.org.nz/resources/931-under-the-earth-s-surface
- The Moving Earth; reading of the web content and then sketch the three types of plate boundaries with correct labels and arrows showing the movement directions. https://www.sciencelearn.org.nz/resources/1426-the-moving-earth
-
Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify different types of rocks to compare and contrast their unique physical features and chemical properties.
Success Criteria: (Students can...)
- identify the basic layers of the lithosphere
- identify and name the 3 main categories of rock types
- describe the different types of rock and their physical features and chemistry composition / properties
- draw a flowchart to illustrate the rock cycle
- explain how the rock cycle works and its impact and implication to our Earth's systems
Activities & Learning Tasks:1. Education Perfect task
- Complete the worksheet: Become a Rock Star
- Practical: Rock Identification & Analysis
- Discussion of key learning points
-
Context:
Labour Day & Teacher-Only-Day
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify different types of rocks to compare and contrast their unique physical features and chemical properties.
Success Criteria: (Students can...)
- identify the basic layers of the lithosphere
- identify and name the 3 main categories of rock types
- describe the different types of rock and their physical features and chemistry composition / properties
- draw a flowchart to illustrate the rock cycle
- explain how the rock cycle works and its impact and implication to our Earth's systems
Activities & Learning Tasks:1. Education Perfect task
- Complete the worksheet: Become a Rock Star
- Practical: Rock Identification & Analysis
- Discussion of key learning points
-
Context:
Athletics Day
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify different types of fossils to compare and contrast the way they are formed.
- We are FOCUSING… develop an understanding of geological timescale to discuss how different organisms lived on the Earth in different periods of time.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… prepare for our common assessment tasks and apply the scientific knowledge and skills we have learned this year.
Success Criteria: (Students can...)
- identify the 4 types of fossils, and describe how they are formed
- describe the different periods of Earth's age in terms of its geological timescale
- read measure scales on various scientific apparatus
- plot a graph of a given set of data gathered from an experiment, and interpret the graph meaningfully
- review and consolidate their knowledge of a range of science lab apparatus and the safety rules using them as well as in the science lab
- review and consolidate their knowledge of chemistry experiments of separating water from mineral-dissolved liquids such as distillation
Activities & Learning Tasks:
- Viewing of video resources, note-taking main points.
- Home revision of resources on Google Classroom
- Class discussion of key learning points to deepen and consolidate understanding; questions and answers based on students' needs.
READING SCALES & GRAPHING
- Reading Scales
- 📚 How to analyze trends found in graphs
- Interpreting Graphs in Chemistry
LAB SAFETY & APPARATUS
- General Lab Safety
- How to use a Bunsen burner safely
- Lab Tools and Equipment - Know your glassware and become an expert Chemist! | Chemistry
- Chemistry LAB Equipments all glass wares with name (part1)
- All Basics Devices which is used in chemistry lab with names Students should know about it(part2)
- GCSE Science Revision Chemistry "Simple Distillation"
- Distillation Sugar Water Demo
GEOLOGICAL TIMESCALE
- A Brief History of Geologic Time
- The Geological Timescale - SHORT VERSION
- Form 1 | Science | Geological Time Scale and Fossils
- Geologic Periods Song
-
Context:
Common Assessment Task
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify different types of fossils to compare and contrast the way they are formed.
- We are FOCUSING… develop an understanding of geological timescale to discuss how different organisms lived on the Earth in different periods of time.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… prepare for our common assessment tasks and apply the scientific knowledge and skills we have learned this year.
Success Criteria: (Students can...)
- identify the 4 types of fossils, and describe how they are formed
- describe the different periods of Earth's age in terms of its geological timescale
- read measure scales on various scientific apparatus
- plot a graph of a given set of data gathered from an experiment, and interpret the graph meaningfully
- review and consolidate their knowledge of a range of science lab apparatus and the safety rules using them as well as in the science lab
- review and consolidate their knowledge of chemistry experiments of separating water from mineral-dissolved liquids such as distillation
Activities & Learning Tasks:
- Viewing of video resources, note-taking main points.
- Home revision of resources on Google Classroom
- Class discussion of key learning points to deepen and consolidate understanding; questions and answers based on students' needs.
READING SCALES & GRAPHING
- Reading Scales
- 📚 How to analyze trends found in graphs
- Interpreting Graphs in Chemistry
LAB SAFETY & APPARATUS
- General Lab Safety
- How to use a Bunsen burner safely
- Lab Tools and Equipment - Know your glassware and become an expert Chemist! | Chemistry
- Chemistry LAB Equipments all glass wares with name (part1)
- All Basics Devices which is used in chemistry lab with names Students should know about it(part2)
- GCSE Science Revision Chemistry "Simple Distillation"
- Distillation Sugar Water Demo
GEOLOGICAL TIMESCALE
- A Brief History of Geologic Time
- The Geological Timescale - SHORT VERSION
- Form 1 | Science | Geological Time Scale and Fossils
- Geologic Periods Song
-
Context:
Teacher-Only Day
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… develop an understanding of weathering and erosion, and identify different types of weather and erosion.
Success Criteria: (Students can...)
- identify the main types of weathering and erosion, and describe how they are formed
- compare and contrast weathering and erosion
- describe the effects of weathering and erosion, and make connections to deposition; especially river erosion, linking to the context of Hauora and the Great Outdoors
- discuss the importance of plants to soil and erosion to our landscape, e.g. riverbanks.
Activities & Learning Tasks:
- Viewing of video resources, note-taking main points.
- Home revision of resources on Google Classroom
- Class discussion of key learning points to deepen and consolidate understanding; questions and answers based on students' needs.
1. Soil topic. Complete these activities: Quiz, Challenge.
2. Erosion topic. Complete these activities: Quiz, Challenge, Worksheet, Graphic Organizer.
3. Weathering topic: Complete these activities: Quiz, Challenge.
Extra Video Resources:
Weathering, Erosion, and Deposition - Part 1
Difference between Weathering and Erosion
Erosion and Soil
Rivers - Weathering, Erosion, and Deposition
-
Context:
Year-9 Murphy Bush Outing
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We
are PLANNING... so that we can
… apply our knowledge of weather, erosion,
and deposition for our Year-9 outing, collaborating to perform an onsite
scientific observation of the river system in order to analyse the hauora
of the river.
- We are PLANNING... so that we can… present our river analysis of the river erosion study from our Year-9 outing.
Success Criteria: (Students can...)
(field study and onsite observation; applying what they have learned in class)
- identify the main types of weathering and erosion, and describe how they are formed
- compare and contrast weathering and erosion
- describe the effects of weathering and erosion, and make connections to deposition; especially river erosion, linking to the context of Hauora and the Great Outdoors
- discuss the importance of plants to soil and erosion to our landscape, e.g. riverbanks.
Activities & Learning Tasks:
- Reviewing of video resources, note-taking main points.
- Home revision of resources on Google Classroom
- Class discussion of key learning points to deepen and consolidate understanding; questions and answers based on students' needs.
- Field trip, river study at Murphy Bush
- We
are PLANNING... so that we can
… apply our knowledge of weather, erosion,
and deposition for our Year-9 outing, collaborating to perform an onsite
scientific observation of the river system in order to analyse the hauora
of the river.
-
Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We
are PLANNING... so that we can
… apply our knowledge of weather, erosion,
and deposition for our Year-9 outing, collaborating to perform an onsite
scientific observation of the river system in order to analyse the hauora
of the river.
- We are PLANNING... so that we can… present our river analysis of the river erosion study from our Year-9 outing.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… generate new depth of understanding as we review physics phenomena of forces and motion, Newton's 3 laws of motion, and electrical circuits.
Success Criteria: (Students can...)
(post-trip analysis and presentation of river study findings)
- identify the main types of weathering and erosion, and describe how they are formed
- compare and contrast weathering and erosion
- describe the effects of weathering and erosion, and make connections to deposition; especially river erosion, linking to the context of Hauora and the Great Outdoors
- discuss the importance of plants to soil and erosion to our landscape, e.g. riverbanks.
(review of Physics topics)
- revise key concepts of forces and motion, Newton's 3 laws of motion
- revise how to work out time, distance, velocity and acceleration
- revise how to work out the force and the mass of an object
- revise key concepts of electricity and electrical circuits, i.e. in series vs parallel
Activities & Learning Tasks:
- Reviewing of video resources, note-taking main points.
- Home revision of resources on Google Classroom
- Class discussion of key learning points to deepen and consolidate understanding; questions and answers based on students' needs.
- Collaboration in small groups to analyse post-trip findings, organise ideas and draw conclusion, and then prepare for a short presentation to the class.
- Revision tasks on Physics topics.
- We
are PLANNING... so that we can
… apply our knowledge of weather, erosion,
and deposition for our Year-9 outing, collaborating to perform an onsite
scientific observation of the river system in order to analyse the hauora
of the river.
-
Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… generate new depth of understanding as we review physics phenomena of forces and motion, Newton's 3 laws of motion, and electrical circuits.
Success Criteria: (Students can...)
(review of Physics topics)
- revise key concepts of forces and motion, Newton's 3 laws of motion
- revise how to work out time, distance, velocity and acceleration
- revise how to work out the force and the mass of an object
- revise key concepts of electricity and electrical circuits, i.e. in series vs parallel
Activities & Learning Tasks:
- Reviewing of video resources, note-taking main points.
- Home revision of resources on Google Classroom
- Class discussion of key learning points to deepen and consolidate understanding; questions and answers based on students' needs.
- Revision tasks on Physics topics.
-